Dialogic teaching

“TALK 2 LEARN,TALK 2 THINK”

saltash.net – 03.05.07

Andy BrumbySecondary National Strategy

abrumby@cornwall.gov.uk07968 992462

TALK 2 LEARN,

TALK 2 THINK

Objectives…

• To explore the dialogic potential of rich questioning strategies

• To consider strategies that facilitate collaborative, reciprocal paired and group talk

• To examine the links between exploratory talk and high order thinking

• To experience and enjoy practical activities that will have an immediate impact in your classroom, laboratory, workshop or gym

TALK 2 LEARN,

TALK 2 THINK

Ofsted say…

• Not enough opportunities for exploratory talk• Too many closed questions, e.g factual recall,

comprehension, procedures (the right/wrong answer classroom)

• Questions that promote high order thinking are relatively rare, e.g. predict, analyse, hypothesise

• Not enough pupils actively involved in formulating a developed response, e.g. too much “tennis” and not enough “volleyball”

What’s this and what could it be used for?

• Hip joint socket

• It is the counterpart of the more familiar artificial hip implant used to replace damaged joints. This image shows the outside of the "cup" that is embedded in the pelvis to provide the socket into which the matching ball at the top of the femur is located. The intricate honeycomb surface of the implant allows bone to grow into the metal forming a very strong bond. Titanium is an excellent material for this purpose due to its lack of toxicity, strength and high resistance to corrosion

What was good about this learning experience?

• Collaborative

• Creative – loads of ideas

• Low risk, high yield

• Intriguing

• Constructivist

Strategies for paired work and/or small groups

• Diamond nine

• Promotes the development of information-processing and reasoning

MOST

LEAST

Work through the PE example with a partner

Come up with an application for your own subject area.

Strategies for pairs and/or small groups

• Concept loop

• Actively reinforces learning of key vocabulary and matching definitions

• Promotes the development of inferences, e.g. you can sometimes work it out by making deductions

CAT FELINE DOG CANINE COWOVINE

Strategies for larger groups and whole class

• Speed-dating• Taps into the collective knowledge and

understanding of the group• Therefore excellent as an active revision

strategy• Actively engages all learners, not easy to opt out• Lends itself to peer assessment• Thanks for the idea Wendy!

Strategies for large groups and whole class

• Continuum line• Involves all learners in formulating a response• Promotes high order thinking, e.g. learners have

to justify and evaluate their positioning in the line• Excellent for visual, auditory and kinaesthetic

learners• Highly adaptable

6 Golden Rules for talk

• Respect each other’s opinions (One voice at a time. Say what you think. Say why you think it.)

• Build on what others say

• Support and include each other

• Ask when you don’t understand

• Try to reach an agreement

• Be noise aware

Top tip

• Give everybody a role and a responsibility and be prepared to model what that might sound like

• Summariser – So, what we’re saying here is…• Questioner – Would it be a good idea at this

point to…?• Time-keeper – Guys, we’ve got under a minute

left to…• Facilitator – What do you think, Jo? We’ve

haven’t heard what you think about…

6 Golden Rules for listening

• Respect each other’s opinions

• One voice at a time

• Don’t interrupt

• Listen carefully

• Be open to new ideas

• Think about what others say

Top tip

• Listening skills need to be developed, e.g. model this for pupils by showing them how to do it well

• Make eye-contact• Nod in agreement and/or to encourage• Allow the person to finish his/her sentence• Put what you want to say to the back of

your mind and concentrate on the person that you are listening to